Kate

thank you for posting this - just received a copy in the mail and strongly urge us all to have a look - either by ordering the hard copy or by going on line.

Great resource.

thanks

janet


-----Original Message-----
From: diversity-bounces at nifl.gov on behalf of Kate Nonesuch
Sent: Sat 12/27/2008 1:33 PM
To: The Diversity and Literacy Discussion List
Subject: [Diversity 324] Re: abusers in our classrooms
 
I'd like to go back a bit to the topic of disclosures, and what a teacher/tutor who is not a counsellor can do.  
I think that when we say "I'm not a counsellor," we often mean, "So I can't do anything."  In fact, there is quite a body of research that talks about what instructors can do to make it easier for survivors of violence to learn, techniques and strategies that have little or nothing to do with counselling or encouraging disclosures.  Yet the research is often not applied in literacy/ABE classes.   
For the past three years I've been working with a group of practitioners on the question of how to move the research into practice.  Our book is just back from the printers.  It's called Moving Research (about the Impacts of Violence on Learning) Into Practice, and consists of chapters by 11 practitioners.  
It is available free, at http://www.learningandviolence.net/changing/ElevenResearchers/ElevenResearchers.htm

It is a large book (250 pages) so if you would rather have a printed copy, order it  from Windsound Learning Society, PO Box 4293, Edmonton, AB, T6E 4T3.  Include your name and address and $15 (in Canada) or $20 (in the USA).  This amount pays for printing and shipping only.  The project was funded by the Office of Literacy and Essential Skills, Human Resources Development Canada. For more information, windsoundlearning at gmail.com.  

Kate Nonesuch
Victoria, BC
kate.nonesuch at viu.ca



From: Janet Isserlis
Sent: Tue 12/23/2008 2:44 PM
To: The Diversity and Literacy Discussion List
Subject: [Diversity 297] Re: abusers in our classrooms


Katherine

I don't believe that we're talking about introducing  discussions about violence as such (although in some instances, this becomes a matter of class content because learners want to know more about it, or because, or because..).

A better overview than I can provide is at http://www.jennyhorsman.com/ - go to the articles section and see the piece entitled, But I'm not a Therapist.  I think it might be useful in thinking about these ideas in terms of adult literacy/language learning?
and/or others on the list might be able to point to key pieces of that writing?

thanks

Janet




From: Katherine Mercurio Gotthardt <katherine.gotthardt at gmail.com>
Reply-To: The Diversity and Literacy Discussion List <diversity at nifl.gov>
Date: Tue, 23 Dec 2008 08:31:36 -0500
To: The Diversity and Literacy Discussion List <diversity at nifl.gov>
Subject: [Diversity 296] Re: abusers in our classrooms

I'm curious what you all teach that this topic would be appropriate and/or useful to discuss in class.  I initially voiced my concern that mentioning potential abusers in the classroom would frighten students and indeed create a space of mistrust and fear.  In what context would this even come up?  I work with ESOL students, and most of the classes the program provides are grammar and language related.  I can't see how discussions like these would fit into the curriculum.

On Mon, Dec 22, 2008 at 5:42 PM, Mohr, James <JMohr at iel.spokane.edu> wrote:

Hello all,

I have only recently joined this list and I am finding this conversation
incredibly enlightening.  It is making me think about how do I work with
survivors and perpetrators in different settings.

I am also thinking about another issue that seems to be playing out on
this list.  Based on assumptions I am making on people's names, it
appears this conversation is being driven almost exclusively by women.
We, men, appear to be quiet on this issue.

This has me thinking about how do men work with these issues in the
classroom, if at all?  How do we work with women survivors who may have
trust issues with men, especially men in a position of authority?  Also,
how do we work with men who are survivors of abuse and with female
perpetrators?  I see men's involvement in anti-violence work as an
essential component to challenging the way that violence is perpetrated
in our communities, yet men often do not get involved with these types
of issues.

This discussion has me thinking on a number of issues.  Thank you for
this discussion.

Jim

-----Original Message-----
From: diversity-bounces at nifl.gov [mailto:diversity-bounces at nifl.gov] On
Behalf Of Shaewitz, Dahlia
Sent: Monday, December 22, 2008 1:32 PM
To: The Diversity and Literacy Discussion List
Subject: [Diversity 289] Re: abusers in our classrooms

Hi all:

Two things I feel are important enough to add.

First, we are all capable of doing really terrible things.  I think
forgiveness is an important topic to address. How do different people
(or cultures) manage forgiveness? Rather than focus on the bad and what
terrible things people do.

Second, in my thinking, all people who perpetrate violence have suffered
themselves. This is where victims & perpetrators (us and them) can find
a common bond--suffering is a shared experience, a human experience.
Yes?

Thanks for the opportunity for input.

Best, Dahlia

-----Original Message-----
From: diversity-bounces at nifl.gov [mailto:diversity-bounces at nifl.gov] On
Behalf Of Janet Isserlis
Sent: Monday, December 22, 2008 4:09 PM
To: The Diversity and Literacy Discussion List
Subject: [Diversity 288] Re: abusers in our classrooms

Daphne

Like Kate, or perhaps in ways other than those that Kate just describes
-
you're making me think, again/harder, too.

Don't think I've thought it through carefully enough yet.  We  certainly
don't want to normalize violence.  And we do need to co-create safe
space
and room for people to respond to whatever is being said in ways that
allow
them to be heard.

At first I'd thought of framing this around 'mean' or wrong things that
we've all done in different ways -  ways that we may have hurt others
(with
or without intending to).  That, though. can start a thread of thought
and
discussion that might not be productive and could be very counter
productive.

And there's the whole issue of what right we have as 'teachers' to judge
anyone.  Everyone makes judgements, but when we make judgements from our
teach positions, when/how do we invoke certain power behind our
statements
and where does it end?  Would we want to know who the perpetrators in
our
classes are if we don't know already?
As Kate mentions, in some communities, people already know who's done
what
to whom.

I once taught a class with a man who was there on work release from
prison.
I never knew what he'd done - only knew that I had to report his
attendance.
This was over 20 years ago - long before we'd started talking about all
of
this.  Would I have wanted to know? Have treated him differently?

Need to think on this and hope that others will join in - also want to
re-read your questions and Kate's more carefully.

thank you all for engaging.


> From: Daphne Greenberg <alcdgg at langate.gsu.edu>

> Reply-To: The Diversity and Literacy Discussion List

<diversity at nifl.gov>

> Date: Mon, 22 Dec 2008 09:26:36 -0500

> To: <diversity at nifl.gov>

> Subject: [Diversity 284] Re: abusers in our classrooms

>

> Janet,

> Thanks for sharing how you use the word "us" when in discussions about

> survivors. In my classrooms, as often as I can remember, I also try to

use the

> word "us" when talking about diversity-whether it is about trauma,

age,

> health, race, orientation issues, religion, spirituality, etc., etc.

> My question to you and to others who wish to join in-should we be

using the

> word "us" when talking about perpetrators as well? What would be the

> consequences of that type of inclusion? Would we be "normalizing"

perpetrating

> behavior? Would that be good or bad? On the one hand, by doing it-we

may be

> helping to demystify the myth that only "others" can perpetrate-not

our

> doctors, our teachers, our lawyers, our plumbers, our neighbors, etc.,

etc. If

> we begin to realize how common it is, maybe there will be more of a

societal

> outrage to get it to stop, or at least have stricter laws against

perpetrators

> of abuse. On the other hand, perhaps, by doing this we would make

perpetrators

> feel too welcome in our classes. But on the other hand, many would

argue that

> it is a teacher's job to make everyone feel as welcome as possible.

But then

> again, many survivors need class as a safe place. To verbally suggest

that

> there may be perpetrators in the classroom may be very triggering....

> I could go on and on. Thanks for engaging in this discussion!

> Daphne

>

>>>> "Isserlis, Janet" <Janet_Isserlis at brown.edu> 12/20/08 10:08 PM >>>

> Daphne and all

>

> When I've worked with adult literacy practitioners who are addressing

or

> thinking about topics of abuse, I frame part of the discussion by

saying that

> I don't need to know who among us (I try always to use "us" when in

> discussions about survivors) may have survived some traumatic event,

but I do

> know that I need to be mindful of behaviors/actions/language that can

be

> damaging to anyone.  I talk about universal design (the curb cuts are

good for

> wheelchairs and for shopping carts) ..  trying to make the point that

> *knowing* who it is among us may have had an experience of abuse or of

trauma,

> we all need to be aware of treating one another with respect and care.

>

> When you say:

>

>> Would acknowledging the fact that we

>> come into contact with both survivors and perpetrators in our

classrooms

>> start to place abuse out in the open and therefore make it more of an

issue

>> that society can't ignore?

>

> -- it makes me think about offering this as a possibility as well -

that we

> may not know who among us has had experience as an abuser or as a

victim, but

> we do know that in order for learning to occur, everyone needs to feel

safe.

>

> Much, though, to think about.  Not so sure about this last suggestion

of mine.

> I do know that I've shared your thinking /wondering about people

around us who

> have been perpetrators and/or victims.  It occurs to me not

infrequently.

>

> thanks for raising this.

>

> Janet Isserlis

>

>

> -----Original Message-----

> From: diversity-bounces at nifl.gov on behalf of Daphne Greenberg

> Sent: Sat 12/20/2008 8:30 PM

> To: diversity at nifl.gov

> Subject: [Diversity 279] Re: abusers in our classrooms

>

> Possibly, in the same way that we can all be scared by thinking about

> something that we don't like to think about. By the time this came up,

it was

> almost the end of a semester. A climate had long been established of

safety

> and trust. We already had had many numerous conversations about

diversity, and

> about how we are all "the other" depending on the context. So I felt

okay

> mentioning it and sharing my thoughts. I wouldn't have necessarily

shared

> something like this on the first day of class!

>

>>>> "Katherine Mercurio Gotthardt" <katherine.gotthardt at gmail.com>

12/20/08

>>>> 8:21 PM >>>

> Daphne, Do you think you scared people when you said you might have

> perpetrators in the class?  I know that would have freaked me right

out if I

> were a student.  It's not something many of us like to think about.

>

> On Sat, Dec 20, 2008 at 5:04 PM, Daphne Greenberg

> <alcdgg at langate.gsu.edu>wrote:

>

>> The recent request for textbooks on family violence has reminded me

that I

>> have been meaning to share and seek feedback from this list regarding

a

>> realization that I have had recently.

>>

>> A few weeks ago, my graduate class on adult learning read an article

which

>> talked about students and instructors sharing trauma in the

classroom. This

>> sparked many reactions for students in my classroom and I shared the

>> following:

>>

>> I have two minds about this topic. On the one hand, most instructors

are

>> not counselors/therapists, and sharing about trauma in a class that

is not

>> focused on that can be very triggering to survivors of abuse. In

every

>> class, depending on how large the class is, there is guaranteed to be

one or

>> more survivors of abuse, and therefore it may not be such a great

idea. On

>> the other hand, until we start to talk openly about this, society can

go on

>> pretending that it is not as common as it really is, and in a sense

continue

>> to facilitate the occurrence of abuse because it is seen as something

that

>> happens to "the other" and not a common day occurrence of so many

people

>> that we come into contact with.

>>

>> While I was saying the above, I said something like, due to the

numbers in

>> this class I am sure that we have survivors of abuse. Based on the

numbers,

>> I don't know if we have perpetrators of abuse, because I don't know

the

>> statistics of the numbers of abusers in our society. But there is a

>> possibility that there is at least one "perpetrator" of abuse in this

>> class-because we like to have a myth around who is and can be a

>> perpetrator-but it is only a myth. Perpetrators can be well educated,

they

>> can be friendly, they can be likable, etc., etc. They can be one of

us. Just

>> like survivors are one of us.

>>

>> The realization that I had after this class, was the deep

understanding

>> that chances are abusers are amongst our very midst, not just in our

>> neighborhoods, but in our professional lives. At my most recent

faculty

>> meeting of easily 200 or more people, I suddenly deeply realized that

in

>> this audience there is a good chance that there is someone who could

be a

>> child molester, a partner abuser, a rapist, etc., etc. I realized

that out

>> of all the students that I have taught and will continue to come into

>> contact with, there will be someone who has or is perpetuating abuse.

It

>> made me realize that just as there are survivors on this list, there

may

>> also be perpetrators. These realizations hit me hard.

>>

>> We often talk about the importance of realizing that some of our

adult

>> literacy students may have endured or may be enduring violence. It

seems

>> that we rarely talk about the fact that some of our adult literacy

students

>> may have perpetuated or be currently perpetuating abuse. I wonder why

this

>> is so. Is it easier to identify with survivors of abuse than it is to

>> identify with perpetrators of abuse? Would acknowledging the fact

that we

>> come into contact with both survivors and perpetrators in our

classrooms

>> start to place abuse out in the open and therefore make it more of an

issue

>> that society can't ignore? What implications does it potentially have

for

>> instruction in the adult literacy classroom?

>>

>> Any thoughts?

>>

>> Daphne

>>

>> ----------------------------------------------------

>> National Institute for Literacy

>> Diversity and Literacy mailing list

>> Diversity at nifl.gov

>> To unsubscribe or change your subscription settings, please go to

>> http://www.nifl.gov/mailman/listinfo/diversity

>>

>

>

>

> --

> Katherine Mercurio Gotthardt

> www.LuxuriousChoices.net <http://www.LuxuriousChoices.net> 

>

> ----------------------------------------------------

> National Institute for Literacy

> Diversity and Literacy mailing list

> Diversity at nifl.gov

> To unsubscribe or change your subscription settings, please go to

> http://www.nifl.gov/mailman/listinfo/diversity

>

>

> ----------------------------------------------------

> National Institute for Literacy

> Diversity and Literacy mailing list

> Diversity at nifl.gov

> To unsubscribe or change your subscription settings, please go to

> http://www.nifl.gov/mailman/listinfo/diversity


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To unsubscribe or change your subscription settings, please go to
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-- 
Katherine Mercurio Gotthardt
www.LuxuriousChoices.net <http://www.LuxuriousChoices.net> 




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